Abstract:

Electronics and technology have become integral parts of our daily lives and constantly evolve. Adapting to these changes and incorporating the latest advancements into their curricula can be challenging for higher educational institutions. It requires staying updated with the latest technologies and developing relevant coursework and practical training opportunities for students. This includes implementing online learning platforms, video conferencing tools, virtual classrooms, and interactive learning materials. Validation processes play an essential role in maintaining the quality and accuracy of digital resources, and educators should critically evaluate the credibility and reliability of these resources.
This study examines the impact of incorporating a digital laboratory in the Basic Electronics course at the University of Almeria across five academic years. The transition from traditional classes in-person to remote and hybrid models was necessary due to the COVID-19 pandemic, which led to the integration of digital tools. The analysis focuses on the practical components of the course. It compares various teaching models: face-to-face, face-to-face and virtual with digital lab support, entirely virtual with digital lab, and a hybrid model. The results indicate that including a digital laboratory enhances student success rates in practical sessions but has limited influence on the overall course success rate. Years with virtual teaching saw higher absenteeism. The hybrid model, combining face-to-face teaching and digital laboratory, proved to be the most effective in improving both pass rates and grades. The study highlights the importance of better balancing digital laboratory usage and in-person learning to prepare engineering students for a rapidly changing job market.

Keywords:

Digital Laboratory, Electronics, Engineering, Flipped Learning.